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Background: Earlier evaluation studies, both supervisors’ evaluation and students’ self-evaluation, show that newly graduated nursing students do not possess sufficient competence to meet the requirements they face in clinical settings. Aim: The aim of this study is to describe, from a caring science perspective, nursing students’ self-evaluation of their professional caring competence during the consolidation phase of their education, i.e. their second year of study, as well as their perception of how clinical supervisors evaluated their competence. Methods: The study group consisted of 39 nursing students (response rate 86, 7%) enrolled in their second year of education at a university in Western Finland. The study questionnaire was structured according to Aristotle’s three-dimensional view of knowledge and consisted of 13 Likert scale questions followed by open-ended questions. The data was analyzed using descriptive statistics and content analysis. Findings: According to their self-evaluation, students’ theoretical and practical knowledge was insufficient while their ethical-moral knowledge was integrated into their professional caring competence. Additionally, students felt that their supervisors evaluated them as possessing better competence than they themselves felt they possessed. Conclusions: Continuous evaluation is needed during education so that students may attain a realistic perception of their development as regards knowledge and competency. In order to guarantee the development of caritative competency in nursing students, systematic and quality supervision should be emphasized more.

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